social studies curriculum document grade 1...social studies curriculum document – grade 1...
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Social Studies Curriculum Document – Grade 1 Alignment with Common Core Unit 1
Student Learning Expectation
Objective Essential Vocabulary Materials/ Resources/ Instructional Strategies
Assessment
Enduring Understanding: A basic understanding of economic principles will make me a better consumer. E.7.1.1: Identify the categories and priorities of wants and needs.
Demonstrate
comprehension of wants
and needs by discussing
the categories and
priorities
*Define wants
*Define needs
*Identify categories,
prioritize wants and needs
Want Need
Books:
Goldilocks and the 3 Bears
Three Little Pigs
Ira Sleeps Over
List basic needs: food, water,
clothing, shelter, etc.
List wants
T Chart wants vs. needs
Technology:
United Streaming - The Difference
Between Wants and Needs
E.7.1.2: Describe how people satisfy basic wants (e.g., grow food, earn money to buy things, trade with others).
*Identify wants
*List wants
*Brainstorm ways to obtain
wants
wants
basic
work
money
job
market
shopping center
Books:
Goldilocks and the 3 Bears
Three Little Pigs
Ira Sleeps Over
To Market To Market
List basic need: food, water, clothing,
shelter, etc.
List wants
T Chart wants vs. needs
http://www.econedlink.org/
E.7.1.3: Determine the relationships between unlimited wants and limited resources (e.g., scarcity).
Describe the relationships
between unlimited wants
and limited resources (e.g.,
scarcity)
*Define unlimited wants
*Define limited resources
*Describe the relationships
between unlimited wants
and limited resources
unlimited wants
limited resources
relationships
scarcity
money
job
Books:
Goldilocks and the 3 Bears
Three Little Pigs
List basic need: food, water, clothing,
shelter, etc.
List wants
T Chart wants vs. needs
http://www.econedlink.org/
Student Learning Expectation
Objective Essential Vocabulary Materials/ Resources/ Instructional Strategies
Assessment
E.8.1.1: Recognize that people are producers of goods and services (e.g., make a bed, turn, in homework, make a craft)/
*Identify goods
*Identify services
*Define a producers task
*List goods and services
people produce
goods
services
producers
task
money
job
Photos of goods and services
Photos and descriptions of various
producers
http://www.econedlink.org/
If you give a Mouse a Cookie
The Doorbell Rang
Technology:
United Streaming - Providing Goods
and Services
E.8.1.2: Recognize that people are consumers of goods and services (e.g., buy a toy, get a haircut, go to a movie).
*Identify goods
*Identify services
*Define consume
*Identify role of consumers
*List the goods and
services people consume
goods
roles
consumers
services
trade
money
Photos of goods and services
Photos of consumers and the various
goods/services we consume
If you give a Moose a Muffin
http://www.econedlink.org/
E.8.1.3 Discuss skills and education necessary to perform a job.
*Define skills *Define education *List a few jobs *List job requirements *Discuss skills and education necessary to perform a job
skills
education
jobs
career
money
individual
Photos of jobs
T-chart of skills/education needed to
perform specific jobs
http://www.econedlink.org/
E.8.1.4: Identify uses for natural resources.
List uses for natural
resources
*Define natural resources
*List uses for natural
resources
natural resources
forest
fuel
water
Photos of natural resources
http://www.econedlink.org/
Trade Books (e.g., Kapok Tree)
Technology:
United Streaming - Learning About
Natural Resources
Student Learning Expectation
Objective Essential Vocabulary Materials/ Resources/ Instructional Strategies
Assessment
E.8.1.5: Understand that capital resources are the tools of trade (e.g., carpenter uses hammer and nails, painter uses paint)/
Explore the relationship
between capital resources
and a specific trade. (e.g.,
carpenter uses hammer
and nails, painter uses
paint)
*Define capital resources
*Define tools of trade
*Explore the relationship
between capital resources
and a specific trade
capital resources
tools of trade
trade
relationship
machines
factories
goods
produce
Photos of trades
Photos of tools of trades
http://www.econedlink.org/
E.9.1.1: Discuss barter as a method of exchange.
*Define barter
*Define exchange
*Define method
*Discuss barter as a
method of exchange
barter
exchange
method
trade
Trade books that explain barter and
methods of exchange
Let's Trade: All about Trading by
Kirsten Hall and Bev Luedecke
Technology:
http://www.econedlink.org
United Streaming - History of Money
E.9.1.2: Recognize that money is a medium of exchange.
*Identify money
*Identify medium
*Identify exchange
*Recognize that money is
a medium of exchange
money
medium
exchange
trade
method
Photos of using money as a medium
of exchange
http://www.econedlink.org/
United Streaming
Trade books, showing the use of
money as a medium of exchange
Bernstein Bears and the Trouble with
Money by Stan Bernstein and Jan
Bernstein and Alexander who used to
be rich last Sunday by Judith Vorist,
Ray Cruz
Student Learning Expectation
Objective Essential Vocabulary Materials/ Resources/ Instructional Strategies
Assessment
E.9.1.3: Discuss the role of a financial institution.
*Define financial institution
*Identify the purpose of a
financial institution to as it
relates to individuals
*Discuss the role of a
financial institution
financial institution
individuals
role
purpose
bank
money
Photos of a financial institutions
http://www.econedlink.org/
Arthur's Funny Money by Lillian
Hoban
Speaker from the bank
E.9.1.4: Understand that the production of any good or service requires: natural resources, human resources, capital resources.
Explain that the production
of any good or service
requires: natural
resources, human
resources, capital
resources
*Define production
*Define goods and
services
*Define natural, human,
and capital resources
*Explain that the
production of any good or
service requires: natural
resources, human
resources, capital
resources
production
goods
services
human resources
natural resources
capital resources
fuel
water
forest
factories
labor
machines
tools
Photos of human, natural and capital resources
Trade books
United streaming videos showing production of goods/services
http://www.econedlink.org/
Trip to a factory (e.g., Tyson)
E.9.1.5: Recognize that markets exist in various places (e.g., physical locations, home, Internet)
*Define financial institution
*Identify the purpose of a
financial institution to as it
relates to individuals
*Discuss the role of a
financial institution
financial institution
individuals
role
purpose
bank
money
Photos of a financial institutions
http://www.econedlink.org/
Arthur's Funny Money by Lillian Hoban
Speaker from the bank
Alignment with Common Core Unit 2
Enduring Understanding: A knowledge of basic geography gives me the skills to identify locations anywhere in the world.
Student Learning Expectation
Objective Essential Vocabulary Materials/ Resources/ Instructional Strategies
Assessment
G.1.1.12: Recognize physical features of maps and globes: rivers, lakes, oceans, mountains, islands, desert, coast (e.g., use pictures, visual aids, stories).
Display knowledge of
physical features of maps
and globes by labeling
rivers, lakes, oceans,
mountains, islands,
deserts and coastal areas
on a map
*Identify map
*Identify rivers, lakes,
oceans, mountains,
islands, deserts and
coastal areas
*Label rivers, lakes,
oceans, mountains,
islands, deserts, and
coastal areas
map
rivers
lakes
oceans
mountains
islands
deserts
coastal areas
Map
Vocabulary picture cards for; rivers,
lakes, oceans, mountains, islands,
deserts, and coastal areas
Trade books including different
aspects of each physical feature
Alaska ABC book
G.1.1.6: Recognize that there are four major oceans.
Demonstrate knowledge of
map skills by listing the
four major oceans in the
world
*Identify a map
*Identify the four major
oceans
*List the four major oceans
in the world
oceans
map
salt water
fresh water
coast
beach
body of water
Map
Photos of oceans
Trade books discussing
characteristics of the four major
oceans
Book:
Ocean Explorers
Technology:
United Streaming (song) - Music
Makes it Memorable: Oceans
Student Learning Expectation
Objective Essential Vocabulary Materials/ Resources/ Instructional Strategies
Assessment
G.1.1.7: Explain how climate, location, and physical surroundings affect the way people live (e.g., food, clothing, shelter, transportation, recreation).
Demonstrate
understanding of physical
attributes by explaining
how climate, locations, and
physical surroundings
affect the way people live
*Define physical attributes,
climate, locations, and
physical surroundings
*Explain how these factors
affect the way people live
physical attributes
climate
location
physical
surroundings
shelter
transportation
Books:
To Be a Kid (big book, literacy series)
This Is My House
Great World Tour Puzzle Book
Multicultural Picture Cards
Technology:
United Streaming - How We Live
Depends on Where We Live
G.1.1.8: Understand how and why maps and globes are used.
Demonstrate
comprehension of map
skills by reporting why
maps and globes are used
*Identify a map and globe
*List uses for maps and
globes
map
globe
area
direction
land
place
Book:
Me on the Map
Can You Read a Map
Maps
Young Geographers
World Map
City Map
School Map
Globe
Technology:
United Streaming
Student Learning Expectation
Objective Essential Vocabulary Materials/ Resources/ Instructional Strategies
Assessment
G.1.1.9: Recognize that pictorial symbols on a map represent real objects.
Demonstrate knowledge of
map skills by matching
pictorial symbols on a map
to the real objects that are
being represented
*Identify map
*Identify pictorial symbols
*Match pictorial symbols to
real objects
map airport pictorial symbols lake city park mountain creek ocean dam park desert railroad forest river highway road hill stream hospital legend
Book: Me on the Map Can You Read a Map Maps Young Geographers World Map City Map School Map Classroom Map Family Fire Escape Diagram Student's Bedroom Map Technology: United Streaming - Understanding and Making Maps: An Introduction
G.1.1.10: Show a relationship between places using directional words (e.g., school, home, community).
Demonstrate application of
map skills by modeling the
use of directional words
*Identify directional words
*Apply the use of
directional words on a map
directional words map right left East West up down North South
Books: Me on the Map Can You Read a Map Maps Young Geographers World Map City Map School Map Classroom Map Class Scavenger Hunt
G.1.1.11: Name and label the cardinal directions on a map: north, south, east, west.
Demonstrate application
of map skills by naming
and labeling the cardinal
directions on a map.
Cardinal direction North South East West
Map
Alignment with Common Core Unit 3
Essential Understanding. Historical events impact present and future actions.
Student Learning Expectation
Objective Essential Vocabulary Materials/ Resources/ Instructional Strategies
Assessment
H.6.1.4: Recognize time equivalency using chronological terms: yesterday/past, today/present, tomorrow/future.
Demonstrate knowledge of chronological events by labeling past, present and future
past present future yesterday today tomorrow calendar
Books: If I Lived 100 Years Ago About 100 Years Ago Long Ago and Today Great History Search Puzzle Book When I was young in the Mountains Shiloh Museum Venn Diagram Calendar
H.6.1.5: Determine the sequential order of events on a timeline (e.g., school events, holidays, birthday, historical events).
Display evaluation of sequential order of events by relating it to school events, holidays, birthdays, historical events
sequential order calendar week events month day year date
Life-size timeline of events Pictures of holidays, peoples birthday and historical events, classroom events Examples of timelines Individual timelines
H.6.1.6: Explore people and events from the past using primary and secondary sources (e.g. photos, artifacts, maps).
Recognize people and events from the past using primary and secondary sources (e.g., photos, artifacts, maps) *Define primary and secondary sources *Identify people and events of the past *Recognize people and events from the past using primary and secondary sources
primary sources secondary sources past events
Books: If I Lived 100 Years Ago About 100 Years Ago Long Ago and Today Great History Search Puzzle Book Venn Diagram
Student Learning Expectation
Objective Essential Vocabulary Materials/ Resources/ Instructional Strategies
Assessment
H.6.1.7: Discuss daily life in the past and present.
*Define daily life *Define past and present *Discuss daily life in the past and present
daily life past present
Books: If I Lived 100 Years Ago About 100 Years Ago Long Ago and Today Great History Search Puzzle Book When I was young in the Mountains Venn Diagram Technology: United Streaming - Long Ago, Yesterday, and Today
H.6.1.8: Recognize that the pilgrims came to America on the Mayflower and arrived at Plymouth Rock.
*Identify Pilgrims, Mayflower and Plymouth Rock *Recognize that the Pilgrims came to America on the Mayflower and arrived at Plymouth Rock
pilgrims Mayflower Plymouth Rock America Thanksgiving
Books: Today is Thanksgiving Three Young Pilgrims This First Thanksgiving Day Pilgrim's First Thanksgiving Pilgrim's Plymouth Scholastic Mayflower Website
H.6.1.9: Understand that the name of Arkansas originated from the Quapaw Indians.
Restate that the name of Arkansas originated from the Quapaw Indians *Identify the Quapaw Indians *Recognize their contribution to Arkansas
Quapaw Indians Arkansas
Books: I Went Walking In Arkansas Arkansas, Arkansas What Do You See? State Representative Provided Color Book Student Information List Student Information Sheet
H.6.1.11: Describe the voyage of Christopher Columbus.
*Identify Christopher Columbus *Define voyage *Describe the voyage of Christopher Columbus
Christopher Columbus voyage transportation leader travel world America
Books: Christopher Columbus Map Photos of Christopher Columbus Photos of his ships Track his voyage
H.6.1.12: Demonstrate the relationship between the American Indians and the Pilgrims.
*Discuss the relationship between the American Indians and the Pilgrims (Squanto, Samoset, etc) *Portray the first Thanksgiving by performing a play
Squanto Samoset Thanksgiving American Indians Pilgrims
Fiction and non -fiction books United Streaming Reader's Theater
Alignment with Common Core Unit 4
Student Learning Expectation
Objective Essential Vocabulary Materials/ Resources/ Instructional Strategies
Assessment
Enduring Understanding: Modes of transportation change according to changing world conditions and technology.
H.6.1.10: Discuss methods of transportation of today and long ago.
*List past modes of
transportation
*List present modes of
transportation
transportation
past
present
steam engine
non-motorized
vehicle
domesticated animal
carriage
wheel
Photos of past transportation
Photos of present transportation
Trade books about transportation
Venn Diagram
Time Line
G.3.1.1: Recognize reasons people need various types of transportation.
Display knowledge of
transportations by listing the
various types of
transportation
*Identify modes of
transportation
*List various types of
transportation
*List why we need different
types of transportation
transportation
car
steam engine
non-motorized
motorized
airplane
travel
bicycle
walk
Picture cards showing various types
of transportation
Trade books (e.g., Things That Go)
Alignment with Common Core Unit 5
Student Learning Expectation
Objective Essential Vocabulary Materials/ Resources/ Instructional Strategies
Assessment
Enduring Understanding: Informed citizens have a basic understanding of governmental functions.
C.4.1.1: Understand that government is an organized form of rules and procedures.
Demonstrate comprehension of government by describing the organized from of rules and procedures *Define government *List rules and procedures
government rules procedures
Books: Rules T Chart rules and how they look Technology: United Streaming - Community Rules and Laws
C.4.1.2: Explain the importance of government in the classroom and school.
Demonstrate comprehension of government by describing it's role in the classroom and school *Define government *Establish classroom rules *Review school rules *Describe the government role in school and in the classroom
government classroom school
Books: Pigs at School Awful Aardvarks go to School Brainstorm Class Rule T Chart how rules look and sound
C.4.1.3: Discuss the roles of people in families and schools who hold positions of authority.
Demonstrate comprehension of positions of authority by discussing the roles of people in families and schools *List positions of authority *Identify roles in families and schools
authority roles families school
Books: School, School What Do You See? Thanksgiving Treat Portrait of student family
C.4.1.4: Discuss the basic role of the current president of the United States and current governor of Arkansas.
*Identify president *Identify governor of Arkansas *List presidential duties *List governor's duties *Discuss current role of president and governor of Arkansas
president governor duties role rights responsibilities leader democracy
Photos of president and governor of Arkansas KWL chart T-chart comparing roles/duties
Student Learning Expectation
Objective Essential Vocabulary Materials/ Resources/ Instructional Strategies
Assessment
C.5.1.1: Identify and discuss national symbols that represent American democracy, American flag, bald eagle, Statue of Liberty, White House, United States Constitution.
Display knowledge of national symbols by labeling symbols associated with American democracy *Identify national symbols *Establish meaning/origin of national symbols *Label symbols associated with American democracy
national symbols democracy Abraham Lincoln ceremony White House constitution
Picture cards of National symbols Trade books based upon American Democracy (e.g., D is for Democracy) Hands-On Replica's of National symbols Technology: United Streaming - U.S. Symbols
C.5.1.2: Demonstrate the rights and responsibilities of being a good citizen (e.g., politeness, reliability, fairness, honesty, patriotism).
Demonstrate comprehension of character traits by expressing the rights and responsibilities of being a good citizen *Define a good citizen *List characteristic traits of a good citizen *List rights and responsibilities of being a good citizen *Demonstrate ongoing character traits of being a good citizen
good citizen characteristics traits responsibilities rights
Picture cards of Good Citizen characteristics United Streaming Good character trade books (e.g., I am Honest, I am Respectful, etc.) Books: Please Say Please Clifford's Manners We Share Everything The Bernstein Bears Forget Their Manners Brainstorm polite words Create a good manners tree Award good citizen awards Counselor
C.5.1.3: Discuss the voting process as it relates to the election.
*Define election, define voting process *Discuss the voting process as it relates to an election
election voting process ballot poll rights responsibilities vote government leader
Books: Duck for President Clifford for President Class trip to an election poll Mock class election
Student Learning Expectation
Objective Essential Vocabulary Materials/ Resources/ Instructional Strategies
Assessment
C.5.1.4: Demonstrate the appropriate procedures for reciting the Pledge of Allegiance: standing up straight, placing the right hand over heart, removing hats, observing location of the flag.
H.6.1.1: Identify people and events observed in national celebrations and holidays: Labor Day, Veteran’s Day, Thanksgiving, Columbus Day, Martin Luther King, Jr. Day, President’s Day, Constitution Day, Independence Day
Demonstrate knowledge of national celebrations by identifying the purpose or the person being celebrated *List national celebrations *Research origin of celebrations *Identify person associated with the certain celebration
national holiday celebration ceremony father of our country George Washington holiday Martin Luther King Jr. Memorial Labor Independence
Books: Christopher Columbus Star Spangled Banner September 12th George Washington George Washington's Mother Abraham Lincoln's Hat Young Abraham Lincoln Martin Luther King, Jr. I Have A Dream Various Pilgrim Books Technology: Scholastic Mayflower website
H.6.1.2: Identify state symbols of Arkansas: flower, bird, fruit/vegetable, folk dance, instrument
*List and identify state symbols of Arkansas: flower, bird, fruit/vegetable, folk dance, instrument
state symbols
Books: I Went Walking In Arkansas Arkansas, Arkansas What Do You See? State Representative Provided Color Book Student Information List Student Information Sheet
H.6.1.3: Identify historical sites of Arkansas (e.g., Old Washington, Arkansas Post).
*List and identify historical sites of Arkansas (e.g., Old Washington, Arkansas Post)
Arkansas Map
Photos of Historical sites United Streaming Maps of Arkansas
Alignment with Common Core Unit 6
Student Learning Expectation
Objective Essential Vocabulary Materials/ Resources/ Instructional Strategies
Assessment
Enduring Understanding: A relationship exists between geographical location and culture.
G.1.1.1: Identify and locate student’s town/city on a appropriate map.
Demonstrate knowledge of map skills by identifying and locating their town/city on an appropriate map *Identify a map *Identify students town or city *Locate city on a map
map town city community
Books: Me on the Map Can You Read a Map? Maps Young Geographers A Zoo Map World Map City Map School Map Classroom Map Student generated "Me" book Technology: Google Earth
G.1.1.2: Locate Arkansas on a United States map.
Demonstrate knowledge of map skills by locating Arkansas on a United States map *Identify a United States map *Identify states *Locate Arkansas on a United States map *Recognize the United States is broken into states
country United States map state
Books: Me on the Map United States Map Arkansas Map Technology: Google Earth
G.1.1.3: Identify and locate the United States on a world map or globe.
Demonstrate knowledge of map skills by locating or identifying the United States on a World map or globe *Identify World map and/or globe *Identify United States *Locate United States on a World map and/or globe
globe world map United States country
Books: Me on the Map Can You Read a Map Maps Young Geographers Globe United States Map
Student Learning Expectation
Objective Essential Vocabulary Materials/ Resources/ Instructional Strategies
Assessment
G.1.1.4: Identify the North and South Poles and the equator on a map or globe.
*Identify a map or globe *Locate North and South Poles *Locate the Equator
map globe North and South Poles Equator
Map or Globe Vocabulary Picture cards for North and South poles and Equator Young Geographers Technology: United Streaming (song) - Teacher and the Robots: Globe
G.1.1.5: Recognize that there are seven continents.
Demonstrate knowledge of map skills by labeling the seven major continents *Identify a map *Identify the seven major continents *Label the seven major continents on a map
continent map land area ocean
Map and/or Globe Pictures of the seven major continents Technology: Google Earth
G.1.1.13: Illustrate and label a map of a familiar place.
Demonstrate application of map skills by illustrating and labeling a map of a familiar place (e.g., bedroom, house, classroom) *Identify map *Illustrate and label a map of a familiar place
map home
Book: Me on the Map Can You Read a Map Maps World Map City Map School Map Classroom Map Family Fire Escape Diagram Student's Bedroom Map
G.2.1.1: Discuss elements of culture (e.g., food,
clothing, housing, language, sports/ recreation, customs, traditions, art, music, religion).
Demonstrate comprehension of cultural differences by describing certain aspects of different cultures *Define cultures *List aspects of a culture
culture tradition language religion
Books: Country Mouse, City Mouse Around the Neighborhood This Is My House Walking in the City To Be A Kid Venn Diagram
G.2.1.2: Explain ways in which the location of a community affects people’s lives, dress, and occupation.
Demonstrate comprehension of the location of a community by explaining the affects it has on people's lives *Identify community *List attributes of community *Explain affects on lives
community attributes
Books: Country Mouse, City Mouse Around the Neighborhood This Is My House Walking in the City Venn Diagram
Student Learning Expectation
Objective Essential Vocabulary Materials/ Resources/ Instructional Strategies
Assessment
G.2.1.3: Explain the difference between rural and urban areas.
Display comprehension of rural and urban areas by explaining their differences *List attributes of rural areas *List attributes of urban areas *Explain their differences
rural urban attributes
Books: Country Mouse, City Mouse Walking in the City Venn Diagram Technology: United Streaming - City, Suburb, and Rural Communities
G.3.1.2: Identify ways to take personal action to protect the environment (e.g., cleaning up litter, recycling, Earth Day, Arbor Day).
Display knowledge of the environment by listing ways to protect it *Define environment *Identify problems in environment *List ways to protect environment
environment problems protection littering recycle responsibility respect
Photos of problems in the environment Hands-On preventative action to help protect the environment (e.g., picking up trash, adopt a highway) T-chart/numbered heads Wartville Wizard T- chart on how to prevent the environmental problems Guest speakers
G.3.1.3: Identify ways in which people depend on the physical environment.
Demonstrate knowledge of physical environment by listing the ways people depend on it *Define physical environment *List ways people depend on the environment
physical environment forest timber vegetation oceans lakes fishing farming crop shelter soil
Photos of physical environment (e.g., farms, bodies of water, forests, etc) T- chart of why we depend on these things in our physical environment Trade books about physical environment (e.g. Kapok Tree)